English Education: Jurnal Tadris Bahasa Inggris
p-ISSN 2086-6003
Vol 9 (2), 2016, 290-307
The Effectiveness of Using Story Circle
In Teaching Writing
Fini Widya Fransiska
STIKES Muhammadiyah Pringsewu Email: [email protected]
Abstract. The study is aimed to find out whether there is significant
difference in writing ability who are taught by using story circle and who are taught by using free writing. This research is an experimental research. The experimental research involves experimental (VIII.4) group and control group B(VIII.3) of 32 students of the eighth grade students of SMP N 1Pringsewu in academic year 2014/2015. Both classes were given pre-test. Then, the students give the treatment after that both groups were given post-test. Then, for collecting data the researcher applied writing test and analyzed the data by using t-test. The research finding of the research shows that there is any significant difference to writing ability between the students who are taught using story circle and those who are taught using free writing of Junior High School students. After the treatment, the mean is 71.50, the standard deviation is 9.795, the df is 62, and the value of the significance was 0.045 smaller than 0.05. If the significance is smaller than 0.05, its means that hypothesis is accepted. Therefore, it can be concluded that using story circle in teaching writing could improve the students to write. Story circle is a technique to motivate the students in learning English, especially in teaching writing.
Key words: story circle; writing
A. Introduction
Richards (2003: 303) state that writing is the most difficult skill for second
language learners to master. The students are unable to use English for
communication. They cannot express their ideas, thought, feeling, and opinions
is the effort to express ideas, and requires the constant use of eyes, hand and brain
is a unique way to reinforce learning (Raimes, 1983: 3).
According to Hyland (2003: 9), writing is a way of sharing personal meanings and
writing courses emphasize the power of the individual to construct his or her own
views on a topic. Writing is the expression of language in the form of letters,
symbol, words, through writing someone can share their knowledge, conveying
idea, feeling and intention to other people. Writing as a part of the language skills,
besides listening, speaking and reading must be taught maximally by the teacher
to the student.
Writing is a complex activity since it requires students’ comprehensive abilities
such as mastering grammar, vocabulary, and punctuation. Besides, to write well,
the students expected to be able to present their ideas in the written form as
writing is a means of communication media.Writing is critical because it can help
us to socialize well, express our ideas, feelings, and our opinions so that we can
have good interactions with society (Byrne, 1995: 24). Gebhardt and Rodrigues
(2000: 1) said that learning to write is one of the most critical things that you do in
college. Ramelan (1994: 9) said that writing is a critical part of culture because
writing preserves thoughts and ideas and also speech sounds.
Based on the theories that writing is process to express idea, thought, opinions,
and felling in the context of language learning. Besides that, to express ideas, they
use eyes, hand, and brain to help them create a piece of writing. It is used as the
process of communication in order to the readers understands what they read and
what the writer wants to show.
The eighth grade students of SMP N 1 Pringsewu face many of the problems. The
students have complained that writing was a difficult subject. The problem was
because they were disinterested in learning English. Most found problems in
writing and finding appropriate vocabulary, and they also felt bored. Most did not
know how to start writing because they felt confused.
Nunan (2003: 92) stated writing almost always improves with the practice. These
difficulties are because the teacher’s creativity in teaching writing to the students
does not through a coherent, creative writing process. They have just explained
patterns, given examples, and then asked the students to write about a topic
without any further guidance. The students often get materials from textbooks and
exercise books. Sometimes, the teacher still uses routine activities without
realizing that these activities make students bored and loses their attention.
Boredom in the classroom seems to be a problem. Brown (2007: 48) said that
routine activities in learning might make students bored, resulting in the decrease
of their motivation and participation in the learning process. The overcome this
problem, a teacher should utilize multiple strategies, varying the instructional
media and instructional materials as needed. The adoption of multiple techniques
and strategies might help produce good written English and also help teachers
make the classes more enjoyable and meaningful for the learners. Thus, a teacher
should be creative.
The problems should be addressed by trying to find appropriate techniques for
teaching writing to make the learning writing process more effective. By applying
several techniques, a teacher can encourage students to participate in classroom
activities. A teacher should encourage the students to include their own ideas into
their writing. The overcome this problem, a teacher should utilize multiple
strategies, varying the instructional media and instructional materials as needed.
The adoption of multiple techniques and strategies might help produce good
written English and also help teachers make the classes more enjoyable and
student is the story circle.
Story circle is a way of technique in writing that is written by group work. Group
work can be as beneficial to the teacher as it is to the students. The group was
small which allowed for more relaxed and natural discussion. According to
Raimes (1983: 20) said that a small group of students can collaborative in
teaching of writing. A technique related to storytelling is the story circle, which
can be used technique to improve student writing ability and features
collaborative writing, which puts students in a work group. This technique is used
to get students’ imagination percolating and give them critical practice time.
According to Harmer (2004: 78) story circle is a pair or group activity. This
activity need confined to create a story which follows on from the first line or
ends with the last lines. However, the teacher can give students opening and
closing paragraphs and ask them to write the middle portion of a story. The
teacher can tell a story up to a certain point and then have developed the story
from that point.
In a story circle, the students are involved in the creation of a written text; a story
circle begins and ends in the same place. Harmer (2004: 78) described a story
circle as a common group-writing activity, which has all the students writing at
the same time. Randels (2005) called a story circle a small group forum in which
participants sit in a circle and move around the circle reflecting on a theme or
concept chosen for the session. Marlow and Siekmann (2013: 81) said that a story
circle is students-facilitated discussion group, composed of four or five students,
in which individual students or partners take on roles and responsibilities for
various aspect of the topic under discussion.
According to Harmer (1988: 265), a story circle has several important processes.
5-10 students. Once they are assembled, they are asked to take a piece of paper from
the table so that each student has a blank sheet of paper in front of them. Then, the
teacher dictates a sentence about a topic, for example, a common experience or
fairy story or legends. The students write this sentence at the top of their piece of
paper and write the next sentence in 3-to-5 minutes. When all the students have
achieved this task, teacher has them pass their piece the paper to the person on
their left. The students now write the next sentence of the story, which has just
been passed to them. When they have finished, the teacher asks everyone to pass
their paper to the person on their left. They all now have to write the next sentence
of the story on the piece of paper in front of them. The procedure continues until
the piece of paper is returned to the original owners. At this point the teacher tells
everyone to write a sentence to finish the story off, however ridiculous. Lastly,
students are encouraged to read out loud the stories they have just finished. .
Lastly, students are encouraged to read out loud the stories they have just finished.
The problems find out by applying story technique, the first this technique
unfamiliar to students. It can make the student uncomfortable and shy in teaching
writing process. The teacher extra care to make sure the students were not
uncomfortable or feeling they had to share anything that they did not want. This
suggests that the teacher would push the students to participate, which might have
been what caused this person to be uncomfortable and choose interesting topics as
well as possible, funny and it can give them the inspiration. The second, the class
will be noisy because the students work in-group and it needs more energy of
teacher in managing the class. The teacher can encourage students to participate
and comfortable to include their own ideas into their writing in classroom
activities. A teacher can provide opportunities to students to write down their
ideas without being afraid of making a mistake.
As teachers evaluate in story circles activity, they should monitor that students are
out the stories. The results are often highly amusing, and because many hands
have collaborated in the process, students add into their understanding as they
construct meaning with other writers. Nobody has to suffer individual
responsibility for the final versions. The teacher should make sure that quite a few
of the stories are heard by the class, and the rest are available for everyone else to
read and clarifying opinions with evidence from the reading. The teacher should
make sure the activity focuses on the topic, the all participation active, and the
teacher asking and answering questions and the teacher following rules of group
discussion.
The story circle seems appropriate to teach writing to a group because students
write a story together. The story circles helped them to be less shy in teaching
writing, improved their English, and were a valuable use of class time. This
suggests that story circles were accepted as a positive technique of writing English
in the classroom, and possibly lowered the inhibitions of students. The story circle
technique can increase their motivation to way to improve the students’ writing
ability. The students can share ideas and emotions honestly each another. The
students who regularly participated in story circles were more inclined to offer
their opinions during discussion, and felt more comfortable to share thoughts and
feelings about themselves with their classmates. Thus, the story circle produces
individual involvement in the sharing processes at a level much deeper than
participants anticipated when they started the process.
Based on the theories, the story circle seems appropriate to teach writing to a
group because students write a story together. A story circle is an effective way to
improve the students’ writing ability, to get to each another, and to honestly share
ideas and emotions. Thus the story circle produces individual involvement in the
sharing processes at a much deeper levels the participants anticipated when they
started the process. The writer was interested determining the effectiveness of
SMPN 1 Pringsewu in academic year 2014/2015
B. Research Methodology
Gall, et al. (2003: 366) state that the experiment is the most powerful quantitative
research method for establishing cause-and-effect relationships between two or
more variables. The researcher chose the experimental research because this
research is dealing with the effectiveness of using a story circle to teaching
writing to the first semester eighth graders of SMPN 1 Pringsewu in academic
year 2014/2015.
This research was an experiment and had two variables. These were the
independent and the dependent variable. They consist of:
1. Independent Variable
The independent variable is that which the experimenter manipulates to determine
its relationship to an observed phenomenon. The variations of an independent
variable are called levels. The independent variable in this research was the
instructional used story circle.
2. Dependent Variable
The dependent variable is that factor which is observed and measured to
determine the effect of the independent variable. The dependent variable in this
research was student writing ability, which was measured by scoring a writing
rubric. The treatments consisted of eight meetings. The story circle was only used
to teach the experimental group. The control group practiced free writing. The
subject matter for the writing exercise was the same for both groups.
Crowl (1996: 8) defines that populations are groups consisting of all people to
whom researchers wish to apply their findings. It can be concluded that a
the research subjects are drawn. The population of this research was the graders of
SMP N 1 Pringsewu. They were grouped into 6 classes (VIII.1– VIII.6) where
each class consists of 32-34 students. The total number of population is 196
students.
Sample is a smallest group of population (Hornby, 2005: 243). According to
Creswell (2008: 151) said that a sample is a small proportion of the target
population that the researcher plans to study for generalizing about the target
population.
In this research, the researcher used cluster random sampling to get sample from
the population. The sample of this research came from two classes (VIII.4 and
VIII.3) at the eighth graders of SMPN 1 Pringsewu in academic year 2014/2015.
Then, the researcher assigned the two classes of the sample into the experimental
group (VIII.4) and the control group (VIII.3) by using lottery. The first class was
the experimental class, and the second class was control class. In drawing the
sample, the writer used the random sampling technique to draw two classes from
the six available. Each of the six classes was assigned a number, which was
written on small pieces of paper and then the pieces were put into a box and
shaken. Then, two classes that were drawn from the box became the sample of
this research. The total subjects used for this research was 64 students of the
eighth grade students in SMP N 1 Pringsewu divided into two classes. The total
sample in this research was two classes consisting of 64 students, in which 32
students came from VIII.4 and 32 students came from VIII.3
An instrument is a tool for measuring, observing, or documenting quantitative
data. Modifying an instrument means locating an existing instrument, obtaining
permission to change it, and making changes in it to fit your requirements
(Creswell, 2008: 167). The instrument that was used to collect the data in this
writing ability was measured using indicators developed from Terrible. Terrible
(1996: 130-131) suggested that five indicators should be used to measure a
writing test: 1) content, 2) organization, 3) vocabulary, 4) language use, and 5)
mechanics.
In this study, the data was drawn from student writing scores taken from pre-test
and post-test. A pre-test was given to determine student writing ability before the
treatment was given, while post-test was given to determine student writing ability
after the treatment was given. The results of these two tests were then measured to
find out the differences in writing ability between the experiment group and
control group. In collecting data, three steps were conducted, namely, the pre-test,
treatment, and post-test.
Data analyzing is process of organizing and summarizing the data into pattern or
categories in such a way in order to arrive at the result and conclusion of research
(Salinger and Shohamy, 1989: 211). Data analysis is the process of organizing and
summarizing the data into pattern or categories in order to arrive at results and
reach conclusions about the topic research. There were two kinds of data
analyzing techniques: descriptive analysis and inferential analysis.
In collecting the data, the researcher analyzed the data by using descriptive
analysis and inferential analysis. They are the scores of students’ writing test after
having eighth times treatment for each class. The researcher analyzed the data
using ANOVA or analysis of variance.
C. The Result of the Study
1. Descriptive Statistics of Data
a. Experiment Group students’ pre-test
The total numbers of students who belong to experiment group were 32 students.
The table gives information that mean score of pre-test was 61.22 and standard
deviation was 9.472.
b. Control Group students’ pre-test
The total numbers of students who belong to control group were 32 students. The
highest score of pre-test in experiment group was 75 and lowest score was 44. The
table gives information that mean score of pre-test was 63.84 and standard
deviation was 7.318
c. Experiment group students’ Post-test Score
The total numbers of students who belong to experiment group were 32 students.
The highest score of post-test in experiment group was 84 and lowest score was
50. The table gives information that mean score of pre-test was 71.50 and
standard deviation was 9.795.
d. Control group students’ Post-test Score
The total numbers of students who belong to control group were 32 students. The
highest score of Post-Test in control group was 83 and lowest score was 43. The
table gives information that mean score of Post-Test was 66.66 and standard
deviation was 9.160.
2. Inferential Analysis
a. Normality Testing
The normality testing conducted using one-sample Kolmogorov- Smirnov test
analysis at 5% significant level. The calculation of normality testing showed that
the analysis was normal. Based on Table 19 below, the conclusion can be made
that the pre-test data were normal. The reason was the value of the probability
(significance) was greater than 0.05. The probability was 0.936 > 0.05 for the
experimental group and 0.350 > 0.05 for the control group. Therefore, the
Normality Testing Result of the Pre-test
Variance Statistic df Significance Interpretation
Pre-test of Control Group 932 32 350 Normal
Pre-test of Experimental Group
537 32 936 Normal
Normality Testing Result of the Post-test
Variance Statistic df Significance Interpretation Post-test Control group 1.008 32 261 Normal
Post-test Experimental Group
923 32 361 Normal
Based on Table 20 below, the conclusion can be made that the pre-test data were
normal. The reason was the value of the probability (significance) was greater
than 0.05. The probability was 0.361 > 0.05 for the experimental group and 0.261
> 0.05 for the control group. Therefore, the distribution of the scores in the
post-test was normal.
b. Homogeneity Testing
Test of homogeneity testing is conducted to analyze whether the data is
homogeneous or not. Homogeneous testing was accounted by using SPSS
program. Based on the table below, the conclusion can be made that the data were
homogenous because the value of the probability (significance) was 0.115 (0.115
> 0.05). Therefore, the variance of the two groups in the pre-test was homogenous
and the sample has the same variance, so the data met the requirement of a
research analysis.
Test Homogeneity Testing of Variance (Pre-Test)
Levene Statistic df1 df2 significance
A test for homogeneity testing was conducted on post-test scores to determine
whether the data was homogeneous. Based on the table below, the conclusion can
be made that the data were homogenous because the value of the probability
(significance) was 0.368 (0.368 > 0.05). Therefore, the variance of the two groups
in the post-test was homogenous and the sample has the same variance, so the
data met the requirement of a research analysis.
Test Homogeneity Testing of Variance (Post-Test)
Levene Statistic df1 df2 Significance
.824 1 62 .368
c. Hypothesis Testing
The hypothesis was intended to revealing whether a significance difference
between the writing ability of student taught by using story circle was better than
the writing abilities of students taught by free writing among the eighth grade
students of SMP N 1 Pringsewu. The level significant was set on 0.05 or 5%. The
mean difference of the students’ writing descriptive text of the experimental group
and the control group.
Data Descriptive of the Experimental Group and the Control Group
Data Control Group Experimental Group
Pre-test Post-test Pre-test Post-test
Number of cases (N) 32 32 32 32
Minimum Score 44 43 43 50
Maximum Score 75 83 80 84
Mean (M) 63.84 66.66 61.22 71.50
Standard Deviation 7.318 9.160 9.472 9.795
The data presented above show differences in scores between the experimental
group and control group. The means of the pre-test and post-test of the control
group were 63.84 and 66.66 respectively. The means of the pre-test and post-test
mean of experimental group was higher than the mean of control group. It means
that there was a significance difference of writing ability between students taught
story circle and those who taught by using free writing of the experimental group
and control group of the eighth grade students of SMPN 1 Pringsewu.
The result there was a significant difference of writing ability between students
taught by using story circle and those taught by free writing ability. The
hypothesis was accepted if the value of the significance is smaller than 0.05 or the
value of t-observe is higher than t-table.
The Comparison between Pre-test of Experimental Group and Pre-test of Control Group
Test t-observe df Significance t-table Result Independent
Sample Test
1.241 62 219 1.669 No significant different
The value of significant was 0.219 higher than 0.05 or t-observe was 1.241 lower
than t-table was 1.669. It means that hypothesis was rejected. Therefore, it can be
concluded that the students’ writing ability between the experimental group and
control group was no significant different in the pre-test.
The Comparison between Post-test of Experimental Group and Pre-test of Control Group
Test t-observe df Significance t-table Result Independent
Sample Test
-2.043 62 045 1.669 significant different
The value of the significance was 0.045 smaller than 0.05 or t-observe was 2.043
higher than t-table was 1.669. It means that hypothesis was accepted. Therefore, it
can be concluded that the students’ writing ability between the experimental
D. The Discussion of the Result of the Study
The followings are the discussions of the research findings:
1. The students’ writing ability of the eighth grade of SMPN 1 Pringsewu in
2014/2015 taught using story circle
The result of this study showed that writing ability of the eighth grade of SMPN 1
Pringsewu in 2014/2015 taught using story circle were better than those who
learned using free writing. The mean score of the pre-test for the experimental
group before treatment was about 61.2, and the mean score of the post-test for the
experimental group after treatment was 71.5. The different in mean scores was
10.28. The minimum score of experimental group before treatment was 43, and
the maximum score of the experimental group was 80, after the treatment the
minimum score was 50 and maximum score was 84.
This finding indicates that a lesson using a story circle for teaching writing could
improve student in writing. Story circle can help the teacher in teaching learning
process more interesting and students taught by using the story circle received
higher scores than students who taught by free writing. Story circle can motivate
students more and helped them create ideas and feeling, and express them in a
written form.
2. The students writing ability of the eighth grade of SMPN 1 Pringsewu in
2014/2015 taught using free writing
The results for the control group showed no significant increase in writing ability.
The mean score in the pre-test was 63.84 and the mean score in the post-test was
66.66. Though the score for the post-test was higher than for the pre-test, the
using the story circle. In the control group, no significant increase was present in
the mean scores after they were taught using free writing.
3. The significant difference in writing ability between the students who are
taught using story circle and those who are taught using free writing
The result of the experimental study demonstrated that a significant difference to
writing ability between the students who are taught using story circle and those
who are taught using free writing. The result of t-test was p = 0.04, which was
lower than the threshold of 0.05 for statistical significance. If the significance
(0.045) was smaller than 0.05 or t-observe (2.043) was higher than t-table (1.669).
This means that was a significant difference between the students who are taught
using story circle and those who are taught using free writing.
E. Conclusion
Based on the research findings and the discussion presented, the results of this
research can draw the conclusion as follows:
There is any significant difference between the students taught using the story
circle and those who are taught using free writing. The result, the means of the
pre-test and post-test of the control group were 63.84 and 66.66 respectively. The
means of the pre-test and post-test of the experimental group were 61.22 and
71.50 respectively. It showed that the mean of experimental group was higher
than the mean of control group. It means that there was a significance difference
of writing ability between the students taught story circle and those who are
taught using free writing of the experimental group and control group of the
eighth grade students of SMPN 1 Pringsewu.
The result there was a significant difference of writing ability between students
hypothesis was accepted if the value of the significance is smaller than 0.05 or the
value of t-observe is higher than t-table. The value of significant was 0.219 higher
than 0.05 or t-observe was 1.241 lower than t-table was 1.669 in the comparison
between pre-test of experimental group and pre-test of control group. It means
that hypothesis was rejected. Therefore, it can be concluded that the students’
writing ability between the experimental group and control group was no
significant different in the pre-test.
The result of the comparison between post-test of experimental group and pre-test
of control group, the value of the significance was 0.045 smaller than 0.05 or
t-observe was 2.043 higher than t-table was 1.669. It means that hypothesis was
accepted. Therefore, it can be concluded that the students’ writing ability between
the experimental group and control group was significant different in the post-test.
The concluded can be drawn that using a story circle in teaching writing could be
used to improve student writing skills.
A story circle seems to be a useful technique to motivate students and help the
students to improve their explore and develop their own knowledge in writing
skills by working cooperatively. Story circles are an inclusive and comfortable
way to encourages students in write creatively and spontaneously. This means that
a story circle might make learning more enjoyable and fun. Thus, increase student
motivation in learning.
This technique is relatively easy to organize and a fairly inexpensive way to
creates classroom conditions in which students can have as much expertise and
knowledge as the teacher. It made a most comfortable atmosphere for the class
where people felt open and able to share their thoughts, feelings and helps build
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